Mathematics

Access Link:

https://ger.mercy.edu/index.php/ger/article/view/473

Author/Presenter:

Leanne Ketterlin Geller

Lindsey Perry

Linda Platas

Yasmin Sitabkhana

Year:

2018

Short Description:

Test scoring procedures should align with the intended uses and interpretations of test results. In this paper, we examine three test scoring procedures for an operational assessment of early numeracy, the Early Grade Mathematics Assessment (EGMA). Current test specifications call for subscores to be reported for each of the eight subtests on the EGMA. This test scoring procedures has been criticized as being difficult for stakeholders to use and interpret, thereby impacting the overall usefulness of the EGMA for informing decisions. We examine the psychometric properties including the reliability and distinctiveness of the results and usefulness of reporting test scores as (1) total scores, (2) subscores, and (3) composite scores. These test scoring procedures are compared using data from an actual administration of the EGMA. Conclusions and recommendations for test scoring procedures are made. Generalizations to other testing programs are proposed.

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Curriculum and Instruction at Exemplar Inclusive STEM High Schools

Access Link:

http://j-stem.net/wp-content/uploads/2019/01/jstem_4_2_p6.pdf

Author/Presenter:

Erin Peters-Burton

Ann House

Ed Han

Sharon Lynch

Year:

2018

Short Description:

In recent years, prominent organizations have released large-scale policy reports on the state of science, technology, engineering, and mathematics (STEM) education in the United States, with particular emphasis on curricula and instructional practices. The purpose of this paper was to examine the curriculum and instruction occurring at high performing STEM-focused high schools that have no academic conditions for student admission. This study conducted a cross-case analysis across eight case studies of contextually different but well-regarded inclusive STEM high school. Common themes that emerged included different hierarchical levels of design and implementation (classroom-level, cross-cutting school level, school-wide) as well as responsive design of curriculum and instruction. Unique contextual differences are discussed as well as implications for replication of inclusive STEM school design.

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How Viewers Orient Toward Student Dialogue in Online Math Videos

Mathematics

Video

Online math videos for student learning are abundant; yet they are surprisingly uniform in their monologic, expository mode of presentation and their emphasis on procedural skill. In response, we created an alternative model of online math videos that feature the unscripted dialogue of secondary school students, who convey sources of confusion and resolve the dilemmas that arise during problem solving.

Access Link:

https://www.learntechlib.org/primary/p/183904/

Author/Presenter:

Joanne Lobato

Carren Walker

Lead Organization(s):

San Diego State University (SDSU)

Year:

2019

Short Description:

Authors describe an alternative model of online math videos that feature unscripted dialogue of secondary school students, who convey sources of confusion and resolve the dilemmas that arise during problem solving.